The Dominion. SATURDAY, FEBRUARY 14, 1914. THE SCHOOL AND THE STATE.

Dominion, Volume 7, Issue 1984, 14 February 1914, Page 4

The Dominion. SATURDAY, FEBRUARY 14, 1914. THE SCHOOL AND THE STATE.

■ .»■■■■■ The civic- aspect of education is dealt with in an interesting manner by the headmaster of Christ's ColChristchurch (Mit. Belcher), in his annual report, of which some extracts wore published in . yesterday's issue of THE Dominioh, ant' the same matter is also, briefly re forred to by Mr. BnocK, Chief Inspector of Schools Jn North Canterbury, in an interview with a representative of the C'hristchurch Press. The inspector points out that in the new State school syllabus the teaching of history has been placed, on a better footing, and that no pupil can qualify for a certificate of proficiency unless he tain show that he has belonged to a _ class that has given satisfaction in history and civics. This change ought to do something'to improve the value of our national education system from the point of yictv of citizenship, I a. strnction in civics is naturally related to the teaching of history, for one can hardly bo expected to take an intelligent interest in th<i government of the. State in which he lives unless he knows something of

its origin and growth, and of its relations .with other communities. Every child in the schools ought i.u know the broad outlines of our national story,, and of the development of the political, social, and municipal institutions in the working of which every good citizen is called upon to take an active part. It is satisfactory to know that more attention is now being paid to this important phase of school work. Theprimary object of every national education system is to make good citizens, and the_ essential qualifications for good citizenship are character, knowledge, and public spirit. A leading English educationist declares that "the strength of a modern nation• depends upon the possession by its people of all classes of p-owcr in work,, the spirit of citizenship, aiul virile personality"; and for the formation and development of these qualities the nation looks to its schools. The game authority states, that "one country after another has realised that national salvation is at stake- in its educational planning." It would be a good thing if this fact were more keenly realised in New Zealand. The headmaster of Christ's College deserves , the thanks of the whole community for the impressive manner in which he has drawn attention to the need for bringing the school , career of oitr boys, into more vital relations with civic, and national interests, Our young people should leave school with a. vivid realisation of the fact-that they are citizen-, of a free, self-governing State, and* that its interests are theirs.. This is what Mb. Belcher is aiming at when he says that he wants the boys : of Christ's College to learn some- : thing of how their country is governed, and to feel that, whatever their future careers may be, a positive duty devolves on them to tako some. part, however humble, in the government of the country. This does not mean that- all -should strive ; to be members of Parliament,., but ■every citizen in a democratic State should. take an.' intelligent interest in political affairs, and do his best to keep public opinion up to a high level of virility and whoksom-ehess. Anything in the nature of party politics must, of course, be rigidly excluded from the schools., but- Mft. Belcher carries conviction when he remarks that the tcaehers would be entirely failing in thoir duty if they did not try to prepare their pupils to meet some of the complex problems of modern life which the next genj eration will have to solve, 'Quits apart from politics, there is j afi extensive field for social service, and never was there greater need : for a general recognition of the di> ties of citizenship; Municipal life, education boards, school committees hospital and charitable aid board?. ; and numerous voluntary agencies j for the public welfare provide ample | scope for the efforts of willing work- ! ers, If "we want our city to be beautiful, and our nation great, these ideals can only be achieved by thought and work. - Some people . seem to think that humaa affairs are regulated by. a natural law of ! progress.. This is a great mistake— a superstition that finds no justification in history or science. Progress and. efficiency it! civic- and national affairs can only be secured by tho willing and intelligent co-operation' i of all citizens' for tWs common good. I each doing tile .work for whieh he I is bast equipped 'Hy nature, cdu« tion, and other circumstances. It is a poor and selfish spirit that is content to enjoy -all the advantages and privileges - of citizen-ship, wliifc shirking its duties and responsibilities. Suoh a poverty-stricken out look must rea;:t on a man's e.haraeu.;. and tend to narrow his ideas, and [prevent him from taking.a broa.'J | and generous view of life. We ca\ only fully realise add develop ou' personality as members of a community. _ We are not isolated an' 1 self-contained units. A rational conception of rights and duties implies rcciprosal relations with out neighbours, and involves interdependence and fellowship. It is for the common good that the affairs of the .community should be well managed, and by his efforts to promote this "common good" each man helps his ( fellows, and. at the- same time enriches his own life aad personality. Ffoni the point of view of social service, too many are content to be, passengers, and there is urgent need for more crew—more real worfemr And, after all, service to -society is, as Mr. Asqukh recently pointed out. "nothing but a recognition of the claim which the community has on those of its members who have had what is calio l a liberal education and who possess any available surplus cither of means or of leisure." Mr. Asquith was speaking mainly to university men, but his words are capable of a much more comprehensive application, and in a country like Mew Zealand every lad tin. passes through our schools, ought to be able to do something for the nation. Mb, Bfxchek is probably right when he. states that boys are not interested in the practical problems of local government and social organisation becausc of their ignorance. . ''phey do not care because they do not know." This proves the necessity for systematic instruction in civics, and Wc have a right ?o expect that a sense of public duty will be_ implanted in the younger generation during their school course. Our. education system does not. exist for the purpose of enabling boys and garls to pass this ov that examination, but to fit them to take their share in the governance of the State, and to help theni to play their part worthily, i'-- the general life ? of the community. ,